School Readiness

School Readiness School Readiness - Start

2016-04-19 117K 117 0 0

Download Presentation

School Readiness

Download Presentation - The PPT/PDF document "School Readiness" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.

Presentations text content in School Readiness


School Readiness Skill Buildingfrom an OT perspective

Paola Azzuolo OT Reg(Ont.)All Kids Can


What skills are required to be school ready?

Good Hand SkillsUpper Extremity Control Grasp Patterns Bilateral Hand Skills Visual Motor Control Activities of Daily living.Self-Regulation


Hand Developmental Milestones

Development of arches in the handDevelopment of wrist extension.Development of an awareness of the skilled side of the hand.. Development of an open web space.


Upper Extremity Control

This control comes from the ability to move your arm with precision as well as the ability to vary the strength or force of movement. Factors that contribute to upper extremity control are shoulder, forearm, wrist strength, and good body in space awareness.


Grasp Pattern Development

Fisted grasp: The pencil is held in a fisted hand with the point of the pencil on the fifth finger side of the hand. Child’s wrist is slightly flexed and forearm supinated. This is typical of children ages 1-1.5 years.


Pronated grasp:

The pencil is held with the all fingers and thumb with tip in thumb and index. This is typical of children ages 2 to 3 years.


Static Tripod Grasp :

Grasp with tip of pencil in the thumb, index and middle fingers, movement comes from arm and shoulder. This is typical of children ages 3-4 years.


Dynamic Tripod Grasp:

Grasp with tip of pencil in the thumb, index and middle fingers, movement comes from fingers while pinky side of hand rests on table. This is typical of children ages 4.5-6 years.


Inefficient Grasp Patterns

Five finger grasp: The pencil is held with the tips of all five fingers. The movement when writing is primarily on the fifth finger side of the hand. Thumb tuck grasp: The pencil is held in a tripod or Quadripod grasp but with the thumb tucked under the index finger. .


Inefficient Grasp Patterns

Thumb wrap grasp: The pencil is held in a tripod or Quadripod grasp but with the thumb wrapped over the index finger. Tripod grasp with closed web space: The pencil is held with the tip of the thumb and index finger and rests against the side of the third finger. The thumb is rotated toward the pencil, closing the web space.


Inefficient Grasp Patterns

Finger wrap: The index and third fingers wrap around the pencil. The thumb web space is completely closed. Flexed wrist or hooked wrist: The pencil can be held in a variety of grasps with the wrist flexed or bent. This is more typically seen with left-hand writers but is also present in some right-hand writers.


Examples of Pencil Grasp


Bilateral Hand Skills

Refers to the ability to use your hands together to accomplish a task. For example, when drawing, the pencil is held in the dominant hand & the non-dominant hand is preventing the paper from moving. Another example is when using scissors, the lead hand is operating the scissors & the assist hand is holding & turning the paper when cutting around a corner.


Age Expectations for Scissor Skills

2-3 years: often holds scissors with two hands to open and closeBegins to open and close the scissors with a mature graspLearns to snip paper; there is no forward movement of the scissorsMay be able to use “helping hand” to hold paper and bring into scissors


Age Expectations for Scissor skills

3-4 years:Cuts on straight lines with some accuracyCuts on curved lines and around corners, but without accuracyBegins to turn the paper with “helping hand”4-5 years:Can cut fairly accurately along curved lines and around shapesTurns the paper fairly effectively with “helping hand” to stay on the line


Visual Motor Control

Refers to the ability to coordinate eyes, arms & hands. Contributes to one’s ability to learn new shapes, cutting, drawing and writing


Age Expectations for Visual Motor Skill Development

One year old: scribblesTwo year old: imitates vertical lines, horizontal lines, paintsThree year old: copies circles, imitates oblique linesFour year old: Draws a person with 3 body parts, copies a crossFive year old: Copies a triangle, draws a person


Activities to improve Visual Motor Integration

Salt trayClay tray: use gold tees to draw Shaving creamPopsicle sticksPegboard or Lite BriteString colored beads with a patternSidewalk chalkLacingColoringOrigamiFlashlight tagPlay catch with various balls


Activities to Promote Hand Skill Development

Squirt bottles, turkey basters, eye dropper activities Bead stringing/lacingPouring Practice opening different lids Spin tops or play with wind-up toysVarious small writing tools (chalk, pastel)Pop Bubble Wrap Play dough/Silly puttyUse of various tongsTearing paper or crumpling paper into ballsHandful of pennies into slots


Activities to Promote Handwriting Development

Painting, chalk, coloring,Drawing people or homes or animalsBuilding letters with straws or popsicle sticksLearn upper case letter formation before learning lower case. Use small writing toolsEncourage top to bottom formation for vertical lines; left to right formation for horizontal lines (unless left-handed); and counterclockwise rotation for O, C, Q, G (unless left-handed). Recommend Handwriting Without Tears ( program for learning letter formation.


Correct Seating/Posture

Look Out For: Tables that are too high/too lowThe students legs dangling from the chair without support under their feet What Can You Do: Place the child’s feet on a couple of phone directories or a small stoolRaise the height of the chair or the table 90-90-90 rule


Dressing Skills

One year old:Removes socksPuts on and takes off hatAssists with dressingTwo years old:Removes shoesPulls down pantsAssists with undressing and dressing


Dressing skills (continued)

Three Years:Can button large front buttons and zip and unzip a jacket if the shank is already connected.Four years:Able to insert the shank together to zip up a jacket with practiceFive years:Able to dress independently depending on how much practice he has had


How to promote dressing skills

Use backward chaining approach schedules can be useful for someBest to encourage parents to work on such skills at bath time (for undressing) or during weekends as it needs not to be rushed.



Is a critical competency that underlies the mindful, intentional, and thoughtful behaviors of younger and older children alike.Self-regulation or Executive function refers to the capacity to control one’s impulses whether it be to stop a behavior or to start, if needed.Self-Regulation is not obedience or compliance


Development of Self-regulation skills

Self-regulated children can delay gratification, suppress impulses long enough to think ahead to the consequences of their actions and to consider alternatives actionsNot limited to the social-emotional domainAlso applies to the cognitive behaviors such as remembering or paying attention.Self-regulation is ranked as the most important competency for school readiness


How to promote it?

Eliminate waiting in line with nothing to do, wandering around the classroom during center time, being unclear about what to do during an activity, and not being able to get help.Rather, create a consistent classroom in which expectations are clear and fairly enforced and where children are engaged in meaningful activities at all times.


Make-believe Play

Mature, intentional make-believe play is foundational for self-regulation development in preschoolAll play is NOT created equalMake-believe play provides the three types of interactions which lead to self-regulation:Regulation by othersRegulation of othersSelf-regulation


Do you have any questions?



American Occupational Therapy Association (2002). Occupational therapy practice framework: Domain & process. American Journal of Occupational Therapy, 56, 609-639. Bridgeman, M. (2002).The Finer Motor Olympics. Maine: Therapro, Inc Case-Smith, J. (2005). Occupational Therapy for Children. Missouri: Elsevier. Erhardt , R. (2009). Erhardt Developmental Products Hand Poster. Texas: Pro-Ed. Frick, S.M & Kawar, M.J. (2004). Core concepts in Action. Wisconsin: Vital Links. Henry, D. (2004). Sensory Integration Tool Chest: For Teachers, Parents and students. Arizona: Henry Occupational Therapy Services. Sena, L. (2004). Fingermania: Program for hand skill development. Maine: Therapro.Inc.









About DocSlides
DocSlides allows users to easily upload and share presentations, PDF documents, and images.Share your documents with the world , watch,share and upload any time you want. How can you benefit from using DocSlides? DocSlides consists documents from individuals and organizations on topics ranging from technology and business to travel, health, and education. Find and search for what interests you, and learn from people and more. You can also download DocSlides to read or reference later.